Leadership Is A Good Leader And A Group - 1630 Words

Leadership is a process that occurs between a leader and another individual; between the leader and a group. Or between a leader and an organization, on a community, or a society; and that influences others, often by inspiring enlivening, and engaging others to participate in the achievement of goals. Leadership is a subtle art and skill. It is based on inherent qualities of the individual and developed over time, through life events and experiences that range from significant to life altering. Leadership involves influencing the attitudes, beliefs, behaviors, and feelings of other people. The process of leadership involves the leader and the following in an interaction. This implies that leadership is a reciprocal relationship. Leadership requires personal mastery meaning that the nurses demonstrate leadership when they show competence and mastery in the tasks they perform. Leadership is about values, and the nurses exhibit leadership through their demonstration of cultural values t hat are embraced through individual belief systems. Nurses display their personal and professional values as they serve others, values are often entwined with ethical conflicts. Leadership is about service, it’s about people and relationships, it is contextual and it is about the management of meaning. Leadership plays a vital role in nursing it is one of the four managerial functions, along with planning, organizing, staffing and controlling. Leadership is introduced early in nurse’s educationShow MoreRelatedGroup Leadership Essay What makes a good leader?1613 Words   |  7 PagesThere are a myriad of qualities that form effective leadership. It may never be agreed upon whether leadership arises from a set of innate characteristics (leaders are born) or, rather, from observable actions (leaders are made). Some basic leadership qualities, however, seem almost universal, no matter the leader or type of group they head: Good communication skills, the ability to constru ctively deal with a variety of personalities, and the mental toughness to shoulder responsibility and weatherRead MoreCharacteristics Of A Good Leader1655 Words   |  7 Pagesmanager can demonstrate a certain leadership style that will work best within their own organization. There is a common saying within most organizations, stating that all leaders should be managers, but not all managers should be leaders (Sun). Aspiring leaders need to identify the various types of leadership styles that exist, as well as the characteristics of a good leader, in order to choose the correct implementation within an organization. Firstly, aspiring leaders need to recognize all of the variousRead MoreA Good Leader Essay766 Words   |  4 PagesA Good Leader In this essay I will analyse different leadership styles and the contributory factors of a good leader and how succesful leadership adapts to different sports using practical examples to supplement my arguments. It is appreciated that that the leadership of a group, e.g team captain, is a crucial element affecting overall group performance. Thus leadership is seen as any behaviour that moves a group closer to attaining its goals. (Wesson et al 2000) Read MoreLeadership Styles And Theories Of Leadership Style1322 Words   |  6 PagesFirstly, aspiring leaders need to recognize all of the various styles of leadership that exist. Every organization is structured differently, with differing employee behaviors, and it is the leader’s responsibility to implement the style that will work the best for their specific work or organizational structure. Often, more than one leadership style is implemented to accomplish the desired results of the leader (Blanken). While a multiple of leadership styles exist, three well-known and commonly-practicedRead MoreLeadership Theory And Situational Leadership1621 Words   |  7 PagesLaFeve AS 301 30 October 2015 Midterm Paper Leadership is one of the human traits that are looked up to the most. When a task is at hand many people look around for someone to lead them and take charge. Leadership has been a part of The Air Force since it was created in 1947. Recently more emphasis and researching went into leadership and scholars provided leadership theories. Two of the theories are the Full Range Leadership model and the Situational Leadership model. 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That means the efficient leadership may balance relationship between individual and group, control and coordinate resource. Consequently, this study will research and study efficient and effective leadership by review threeRead MoreBuilding Leadership Skills Essay694 Words   |  3 PagesLeadership is one of the most sought after skills in the professional world and a fantastic skill to possess outside the workplace. However, while many people can give the dictionary definition of leadership not many understand what it truly means to be a leader. As Teddy Roosevelt said, â€Å"People ask the difference between a leader and a boss†¦The leader works in the open, and the boss in covert. The leader leads, and the boss drives.† This quote captures the essence of what leadership truly is; leadingRead MoreWhat Makes A Leaders Display Good Leadership?1184 Words   |  5 PagesA leader is someone in a role or position for guiding others towards a result. Leadership is the action of influencing or guiding others towards a result (Wilson, 2011, p. 183). Identifying what makes a leader’s displa y good leadership cannot be defined in on simple phrase. Leadership is influenced by a number of factors. The first of which is the current dynamic in any one given particular situation or event. The second factor is the culture that the individual that is placed in a leadershipRead MoreThe Contributing Factors to Being a Good Leader When Involved in Racket Team and Individual Activities709 Words   |  3 PagesThe Contributing Factors to Being a Good Leader When Involved in Racket Team and Individual Activities In this essay I will look at what makes a good leader? Different styles of leadership and how you will have to change your leadership styles to suit different activities. There are a lot of things that you need to become a good leader. For example you have to be: * A good communicator * Respected * Empathetic * Knowledgeable * A role

Bvaria Free Essays

string(118) " learn in this study unit is that it gets them started in their studies and the way of studying and learning at EVIL\." Even after university studies, it is not always easy for refashions to stay up-to-date and at the same time trust their existing expertise. Professionals also have to be prepared to switch Jobs, get used to new working environments and stay flexible. And finally they have to deal with high expectations and the pressure to perform. We will write a custom essay sample on Bvaria or any similar topic only for you Order Now Of course there are different programmer to choose from at EVIL Wakening, and one student is different from another. But many of you aspire to become professionals often in an international context, and you will come across the situation as described above. Nice you all. So what else do you have in common? You will ark with other people (colleagues, clients, commissioners) and you have to relate to them in one way or another. That means communication is central. English is crucial: you now need to learn to use spoken and written English, so that it becomes natural to you to work and learn in that language. You will need to act professionally, that means you need to show certain professional behaviors and a ‘grown-up’ attitude. Other people need to rely on you and your sense of responsibility. You have to learn right (career) choices in life, and do things as well as you can without underperforming or overstretching yourself. This is why we try to prepare you for a professional career, so that you can be confident that upon graduation, you a have more than sufficient skills and knowledge, as well as the right attitude, to work in such changing environments, whilst keeping your head cool. So that, wherever you are and wherever you work, you are aware of the things that you still need to learn, but also of the things that you are good at and that you can rely on. And that whatever happens, you are prepared to find out and communicate with other people about what is needed. Whether you are working as an employee or perhaps later, in more senior position, managing others. In more formal terms, the goal of working on your competences F and G is therefore to develop students’ abilities to communicate and collaborate professionally in an international context, and to engage in a process of developing themselves professionally. This is done through a combined programmer of Mentoring, Training and English sessions. In the first two terms of year 1, we take the first steps towards that goal. 1. 2 General Content The study unit is offered through a combined programmer of Mentoring, Training and English sessions. Mentoring: Topics Performance and study progress of student Professional orientation Wellbeing of student Description Monitoring of study progress and support of the individual student in relation to her/ his personal and professional b ehavior and development. The mentor (a staff member from the Course Programmer) supports professional orientation: at the end of term 2 in the choice of major. Training: Communication, feedback (inch. Peer assessment skills) Teamwork, Task process and team process, exercises) Reflection Planning work and study skills Three training sessions per term in order to start understanding the above mentioned topics and begin to demonstrate skills and use tools that are practiced in the sessions. English: pre-test level 82 CHEF vocabulary acquisition listening and reading Academic Purposes Description Six sessions per term in which students first do a preliminary test. Students are instructed on vocabulary acquisition, and have the opportunity to write practice papers during the term targeted on specific purposes. Sessions further emphasize on writing skills. In addition, students practice text analysis reading comprehension with (critical) analysis. Please note that for the English sessions there is a separate annual. 2. Competences and Learning objectives 2. 1 Competence and level This study unit develops two very related competences, which are offered for students of all Bachelor programmer of EVIL in a generic way. Competence F: To communicate in an international setting Competence F is a very broad competence encompassing spoken and written English, developing skills such as listening, presenting, interviewing, writing, working in teams effectively. It is focused on communication in the professional international setting and at times this also touches on interpersonal (life) communication skills too: egg fleeting, giving and receiving feedback, cross-cultural understanding. At higher levels the practice and understanding of similar qualities may be repeated but in more complex situations, or in a different role, egg as a manager, advisor etc. Competence G: To develop professional behavior Competence G is all about learning to adopt an attitude needed for a professional: taking responsibility, performing according to your abilities and qualities, being able to adapt to the circumstances, including handling cultural differences. This includes knowing yourself well with your strengths and weaknesses, acting upon those nakedness egg by setting learning goals for yourself. Again, the focus is on qualities needed for a professional attitude but these qualities are never far from more general life qualities, egg setting priorities, making choices. It is obvious that professional behavior is often very much integrated with communication (so with competence F) and therefore the two competences are usually mentioned together. In the first year of studies these competences are offered at level 1: Please be reminded that for the English sessions there is a separate manual. 2. 2 Learning objectives The objectives for this study unit (terms 1 and 2 of year 1) are as follows: Students show knowledge and understanding of interpersonal professional communication, and of the importance developing these competencies for their studies at EVIL. Students show reflection skills focused on their teamwork experience and begin to use different instruments to study effectively, to communicate and develop professionally. Students begin to feel at ease with using the English language on a daily basis and learn to use it correctly and independently in a professional and academic context both in verbal and written forms. Level of English is based on the Common European Framework of Reference (CHEF), year 1: Bal for reading, listening, 2. Professional role The relevance of what students learn in this study unit is that it gets them started in their studies and the way of studying and learning at EVIL. You read "Bvaria" in category "Papers" This includes how to get to grips with a task as a team. Besides teamwork, we also wish to train students in becoming reflective about the quality of their (team) work: how did it go? What was my role? What did others do? How could I do better next time? In many professional situations team work is a key feature of day to day work and by starting to do this early on, we intend to train students thoroughly. We use the same teams that work together on assignments for other study units. 3. Learning methods and Learning activities 3. 1 General outline Generally speaking there are 3 methods of teaching and learning in the study unit Professional Behavior and Communication, and they complement each other. On Blackboard you will find an overview of different activities related to the first and second term of BBC under the name Timeline BBC. Mentoring: Mentoring means the monitoring of your study progress and supporting you as an individual student in relation to your personal and professional behavior and development. The mentor is usually a staff member from your Course Programmer and will also support you in your professional orientation, for example at the end of term 2 in the choice of major. In the mentoring time, you have individual meetings with your mentor. In several cases you have to prepare yourself for such meetings, for example by writing something in advance and by placing it on your own digital space on Blackboard. Usually your mentor will meet her or his group of mentoring students (10 students) all together, in the first or second week of each term. After that, 2 individual meetings will be held each term and you and your mentor have to arrange for this. Training: Each term, three training sessions (of 3 hours each) are held. These trainings are interactive group sessions, where a lot of communication skills and certain tools are being practiced and discussed, and real-life situations are simulated. Your trainer is a specialized communication trainer and he or she will not be afraid to challenge you ND invite you to go Just a little further than what you normally do. Trainings are often fun but of course it is all about very serious and real competences to be developed. In several cases you have to prepare yourself for your training, for example by self-study (reading or writing something in advance) and bringing examples from your own experience to the training room, and/or by placing something you have written on your digital space on Blackboard. English: programmer of self-study as instructed in the separate manual. At the beginning of the first term students do a preliminary test. Students are instructed on vocabulary acquisition, and have the opportunity to write practice papers during the term targeted on specific purposes. Sessions further emphasize on writing skills. In addition, students practice text analysis reading comprehension with (critical) analysis. Please be reminded that for English there is a separate manual. 3. 2 Supporting lessons Mentoring programmer Term 1 1 . Plenary introduction to BBC by the co-ordination: What is BBC, meaning of competences F Pathway of year 1 focusing on BBC Important tips (use of your digital space on Blackboard, prepare for your sessions) 2. Group meeting with your mentor: Getting to know your mentor and each other Submitting your c.v. and portrait 3. Two (2) individual meetings with mentor: Discuss progress and difficulties: study skills, team work Term 2 4. Study Abroad Event in week 1 5. Group meeting about choice of major and placement (with mentor or otherwise) 6. Two (2) individual meetings (or 3 very short ones) with mentor: Discuss results of first term, discuss reflective report written for assessment term 1 Discuss progress and difficulties: study skills, team work Training sessions 1 . Introduction to communication and Team work l: What is communication and why is it so important? What is the scope that we have in these trainings? What is Team work? The 3 aspects of team work: Product (or task), Task process, Team process. In this term we’ll focus on Task process: the ‘hardware’ of the collaboration process, or the procedures and steps involved. Practicing with task process (exercise in class). How to make sure to use this in your term team assignment? 2. Study skills: Discussing and practicing different skills: Planning, preparing, reading books, writing an action plan, summarizing, repeating, asking questions. Discussing experiences with teamwork during the term. Tips for improvement. 3. Reflection I and Practice for assessment: What is reflection and why should we reflect? Report. Practicing the procedure for the assessment. Term 4. Teamwork II: Looking back in plenary on Task process in 1st term. Lessons learnt Repeating 3 aspects of Team work, now focus on Team process: the ‘software’ of collaboration. Exercise with team work, focusing on team process 5. Face to face communication skills: Discussing and practicing different skills: listening, summarizing, asking questions, rephrasing, non-verbal reactions. Feedback: rules of giving and receiving feedback, Shari window. 6. Preparing for a Personal Development Plan: Using a format for a PDP Formulating SMART: what is it, why is it important. Practicing the use of the format in a SMART way English sessions Be reminded that for English there is a separate manual, giving you all the details of the lessons and preparations needed. 3. 3 Assignments On Blackboard you will find an overview of different activities related to the first and second term of BBC under the name Timeline BBC. In this ‘Timeline’ you also find products that we expect you to submit or upload on your digital space in Blackboard. In summary the assignments for mentoring and training (not including English) are as follows: Week 1 – Initial choice of major – for mentor, major co-ordination and programmer co- ordination. Week 2 – Submit your c.v. and portrait by uploading on your digital space on Blackboard – for mentor. Not marked Week 8/9 – Write reflective report for assessment. Exact deadline to be communicated by trainer. Upload on Blackboard – for assessor to be marked, also visible for mentor. Term 2 End of week 8 – Write and submit Personal Development Plan including initial choice of major and an image of your ‘dreamed’ first placement. Upload on Blackboard – for mentor, also visible for trainer. Not marked, but will be subsequently discussed with mentor at the beginning of term 3. In addition to the above, you are strongly advised to prepare for the individual mentoring meetings by thinking about how you are doing study-wise, what needs your special attention, what should be discussed with the mentor, This may also include writing down a number of points. 4. Examination 4. 1 General outline For this study unit, two partial examinations are organized, WAGE PAW (40%) and WAGE PAW (60%), together providing the final grade for this study unit. Together the two exams need to have a weighted average of 5,5 to pass the study unit (of 5 SEC). Examination in term 1 Type of assessment: team meeting (week 7 or 8), individual written paper (week 8/9) In week 7 or 8 a team meeting is organized for the team that worked together during term, under guidance of the trainer, in which a ‘peer assessment’ is carried out, with a duration of 45 minutes total. Immediately before this team meeting, students get 30 minutes to prepare individually. The peer assessment discusses task process (procedures, road map, methods) and team process (task sharing, team meeting skills, communication skills). Afterwards, at home, students write an individual reflection paper (based on a format) about teamwork during the term and taking on board the feedback from peers. Paper is marked. The procedure of the peer assessment will be practiced during one of the training sessions. WAGE PAW â€Å"Writing a formal paper† Examination in term 2 Type of assessment: written exam The written assessment takes place in a computer room on a stand-alone computer, o students can only use Word. Students are allowed to bring dictionaries and grammar reference books, which are clean (no notes inside) and may be inspected by the supervisor. Students get a writing assignment at the start of the assessment and then write a paper (memo, letter, report, proposal, essay) of about 350 words in 120 minutes. Topic of the paper is only known in the exam room. Paper is assessed on English proficiency using criteria such as accuracy of grammar and vocabulary, mindfulness of organization and structure of paragraphs, and awareness of style and audience. 4. 2 Criteria and grading WAGE PAW â€Å"Reflecting on team work† Bottom mark: 5 Weighing: 40% Marking criteria: Student is capable of writing a 750-1000 words reflective paper, in which the opinions of others are compared with those of self. Student uses the offered format for reflection. Student selects relevant situations and can formulate appropriate reflection questions about these situations. Student draws conclusions and lessons learnt. Weighing: 60% Students can write an accurate, formal paper Students start becoming aware of and are capable of applying basic rules of paragraphing and layouts of different types of professional and academic comments. Students start becoming aware of differences in formal and informal writing styles Students start increasing their corpus of active vocabulary in both writing and speaking. Together the two exams need to have a weighted average of 5,5 to pass the study unit (of 5 SEC). 4. 3 Resist A partial examination has to be retaken when the grade is lower than 5. When both partial exams are 5 or higher but the weighted average is lower than 5,5, the student can choose which exam to resist. Both partial examinations can be retaken in the term following the normal assessment moment. How to cite Bvaria, Papers

Understanding Oral Language and Literacy

Question: Discuss about the Understanding Oral Language and Literacy. Answer: Introduction: Language can be defined as a systematic form of words which is used by the people to express various types of thoughts and ideas to each other. In other words, we can say that language is a medium with the use of which one can easily communicate with each other and can share any type of information with each other. Language is a combination of words, and the method of using the words through different -different pronunciation techniques are also known as a language. By using the different type of languages orally various meaningful sounds are produced, which helps us to communicate with each other. There are various types of languages being used for the communication purpose on the globe (PDST, 2012). English is the national language of Australia and eighty five percent people of Australia speak only English. According to the Australian social trends 1999, more than one hundred and sixty languages are being spoken by the Australian people at their home. After the European settlement various languages such as Chinese, German, etc. are being spoken by the Australian people. According to a survey only one percent people are not able to speak English. A small percentage of the total population of the country who is not having good skills in English faces many difficulties in sectors like education, services, employment, etc. For decreasing these types of difficulties being faced by the people of the country, various programs have been introduced by the government of the country in schools and many other educational institutions (Centre for Public Education, 2012). According to a survey done in 1996, people above the age of five years spoke different- different languages other than the English at their own place. Italian was the one the common languages being used by the people of Australia. Two percent of the Australian people, of age more than five used to speak in Greek. Many other languages like Cantonese, Arabic, Vietnamese, German, Mandarin (b), Spanish, Maced onian, Tagalog, Croatian, Polish, Maltese, Turkish, Netherlandic etc. was being spoken by more than forty thousand people of Australia (Australian Bureau of Statistics, 1999). Multicultural City of the Australia is Sydney and in the Sydney a large number of people use different- different languages other than English. About sixty five percent of the people living in the Sydney are not English as their language to communicate with each other. Various researches being done from time to time, shows the importance of the language for the development of the brain of a child. When the children start communicating, they use the language consisting of both the words as well as signs. Childhood is the only stage when one can understand the basics of a language being used in the area, etc. they are living. At this age they easily seeks the orders, which helps them in understanding the various basic objects related to the language (Cherry, 2016). With the help of the language, childrens also came to know about the importance of sharing any type of information (JustLanded Team, 2016). This also helps them in deciding that what type of information they should share wit h others. With the help of the language they came to know about different- different words and sentences. This also helps them in making use of these words and sentences at right place on right time, while describing the meaning of the several words or we can say combination of several words in the day todays life. Use of various types of languages helps a child in describing its emotions, motions; aim, etc. clearly and easily. Children those who have good communication skills or in other words, children those who can make good use of their language can fetch more and more information related to any type of topic and on the other hand they can express it to others easily (Carter, 1997). This method will create a good interest among them for getting more and more useful information, which further supports in nourishing their knowledge skills. With the help of this, they will come to know that how to participate in each and every activity easily. Languages help in expanding the world of knowledge while observing various activities occurring around them. Knowledge about the language expands the understanding skills as well as it is responsible for creating a healthy development of a child(Achieve Inc, 2013). We know that as a child grows up, he/she starts using various types of words and gestures for expressing several views and making several comments on any type of topic. Taking about routine topics with the children helps in modifying their language skills and it will also introduce new words to them. Language has different effects on its development depending on the age of the children (Australian Government, 2016). In the early years in the school, the child starts listening new and using new words and sentences while the time of communicating and working with others. The method, by which the language is used by a child, creates an image of that child in front of the people with whom he/she is communicating. Social development of a child is directly related to the language which he/she is using for their communication purpose (N. Mather, 2001). If a child is not able to communicate well with others, then this will create a problem for him/her in giving their views or in sharing any type of information with their parents, teachers, friends and any other relatives in the society. Various issues related to the language can affect the learning skills of that child, which leads to slow down the development process of the child. Issues related to the language are responsible for affecting the emotional and psychosocial development of the child. The various causes created due to these issues, decrease s the working potential of the child. According to a website working for the welfare of the children known as Stop Child Abuse Now (SCAN) a child must have good language skills so that, he/she can easily communicate with others and can easily represent the various views in their mind in front of others. According to the various surveys done by the Stop Child Abuse Now (SCAN) shows that, if a child is not able to express himself or herself in front of others or he/she faces any difficulty in expressing themselves to others, then it is nearly not to be possible for him to understand their own feeling or any type of thought in their mind. According to this society or website, the only way to keep the children far away from these types of issues is to develop their language skills, because depending upon their facts this is the only way for the welfare of the children. World Health organisation (WHO) reports tell us that the first three years are the most important years of the child li fe for the development of his/her brain (Bruer, 1999). According to the world health organisation, the overall development of the brain of a child is mainly dependent on the development of language skills. Several reports of the organisation show that, a child faces several problems in his/her lifetime if and only if he/she has a lack of language skills in his/her staring years. The organisation also describes various facts like if a child a greater language development issues, then surely he/she will take to develop their skills socially, because development at the early stage of life helps in developin good social relations by working with full potential (Benitez, 2016). As we know, that the language plays an important role in everybodys life and is very important for the successful completion of any type of task or work. For the development of these types of skills, various steps should be followed or we can say following those steps is very necessary. Nowadays, most of the children want to nourish their language skills depending upon the schedules made by themselves, but in actual for a good development he/she needs to take advises from the professionals, their parents, people senior to them, etc. The advises of their parents, people elder to them or of the professionals will help them a lot in developing their language skills by knowing the use of several new words, signs and gestures (Brannagan, 2015). If a child is facing any type of problem regarding to his/her language, then he/she should say to their parents, etc. and parents, needs to take some immediate action for resolving several issues being faced by their child. Sharing these type issue s with the elders will help the child in getting an appropriate solution regarding to their problem, because the several efforts made by their elders will help them in getting appropriate resources as their solution on time without wasting much time and making delays which are responsible for increasing those such issues. While communicating with others the words, signs, gestures, etc. used by a child shows his/her actual image. The use of these signs, gestures and the words tells about that what is going in the mind of the child and creates an image in front of the other person with whom he/she is communicating or sharing any type of information. Another method of sharing any type of information with others is by using signs or by using the method of writing. Each and every child has his/her own strength of learning and developing language skills. Depending upon their strengths children use to do several experiments using different methods of the language. The future of a child mai nly depends on the development made during the early stage of the life. Different- different languages are used for differently abled children. The children those who are deaf, i.e. those who are not able to hear or can only hear a small part of the complete conversation being done around them are being trained in the sign language. Special educators help those children in making them trained for the use of sign language so that, they can also communicate with others and can express their feeling in front of others easily (Deaf Children Australia, 2014). Australia has a large number of policies introduced by the government of the country for the development of language among the children. In Australia, a large number of children are at risk related to their language development. The government makes several changes to the existing policies and it also introduces several new policies for the welfare process of the children of the Australia. As we know that language is one of the most important aspects for the development of several skills in a child (Melhuish, 2016). With the help and the use of the language a child can easily communicate with others, can express his/her feelings and emotions in front of others. If a child is able to communicate well, then only he/she will be able to actively participate in various activities being performed around them in the societies in which they are living, while expressing their views on several topics taken into consideration. If a child will actively participate in several activities then only his/her skills of solving problems can get improved. Having knowledge about the various languages being used by the people around us helps us in communicating with them easily. It also helps in learning several things happening around us, in understanding the several views made by others. Inventing new-new things and introducing those new invented things and ideas in front of others is only possible if one has a good hold on his/her language. Therefore, we can say about becoming a well-educated and literate one should firstly make his language skills, good so that, he/she can enjoy his/her language while making use of their language in several places for the betterment of their lives (Williams Jacobs, 2009). References Achieve Inc. (2013, March 16). Understanding the Skills in the Common Core State Standards. Retrieved from https://www.achieve.org/: https://www.achieve.org/files/Understanding-Skills-CCSS-Appendix-C-ELA-Literacy.pdf Australian Bureau of Statistics. (1999, June 24). Population Composition: Languages spoken in Australia. Australian Social Trends. Retrieved from https://www.abs.gov.au/AUSSTATS/abs@.nsf/2f762f95845417aeca25706c00834efa/d67b7c95e0e8a733ca2570ec001117a2!OpenDocument Australian Government. (2016, February 01). Language development: an amazing journey. Language development: an amazing journey. Retrieved from https://raisingchildren.net.au/articles/language_development.html Benitez, J. (2016). The Effect of Language Development on Social Development. The Effect of Language Development on Social Development. Retrieved from https://oureverydaylife.com/effect-language-development-social-development-16565.html Brannagan, M. (2015, January 27). Why Language Development is Important to a Child. Why Language Development is Important to a Child. Retrieved from https://www.livestrong.com/article/174703-why-is-language-development-important-to-a-child/ Bruer, J. T. (1999). The Myth of the First Three Years. In J. T. Bruer, A New Understanding of Early Brain Development and Lifelong Learning . The New York Times Company. Retrieved from https://www.nytimes.com/books/first/b/bruer-myth.html Carter, A. S. (1997, August). The Importance of Early Language for Learning. The Importance of Early Language for Learning. Retrieved from https://www.talkingpage.org/artic002.html Centre for Public Education. (2012, May). The United States of education: The changing demographics of the United States and their schools. (N. S. Association, Editor) Retrieved from Centerforpubliceducation.org: https://www.centerforpubliceducation.org/You-May-Also-Be-Interested-In-landing-page-level/Organizing-a-School-YMABI/The-United-States-of-education-The-changing-demographics-of-the-United-States-and-their-schools.html Cherry, K. (2016, April 24). An Overview of Early Childhood Development. (H. c. Standard, Editor) Retrieved from https://www.verywell.com: https://www.verywell.com/early-childhood-development-an-overview-2795077 Deaf Children Australia. (2014). Language Development and Deaf Children. Retrieved from https://deafchildrenaustralia.org.au/wp-content/uploads/2014/11/Language-Development-and-Deaf-Children-2012-v2-1.pdf JustLanded Team. (2016). Languages spoken in Australia. Languages spoken in Australia. Retrieved from https://www.justlanded.com/english/Australia/Australia-Guide/Language/Language Melhuish, E. (2016, march 08). Parents have the biggest influence over their childs language and emotional development. Parents have the biggest influence over their childs language and emotional development. Retrieved from https://theconversation.com/parents-have-the-biggest-influence-over-their-childs-language-and-emotional-development-55823 Mather, S. G. (2001, May 25). Thinking with Language, Images, and Strategies. (WTA, Ed.) https://www.ldonline.org/, https://ldonline.learningstore.org/products/WE1100.html, pp. 271-277. Retrieved from https://www.ldonline.org/article/6383 PDST. (2012). Five Components of Effective Oral Language Instruction. Dublin: PDST. Retrieved from https://www.pdst.ie/sites/default/files/Oral%20Language%20Booklet%20PDF.pdf Williams, C., Jacobs, A. (2009, September). The impact of otitis media on cognitive and educational outcomes. The Medical Journal of Australia, 191(9). Retrieved from https://www.mja.com.au/journal/2009/191/9/impact-otitis-media-cognitive-and-educational-outcomes.